Download AP Physics 1 Syllabus for 2014-15

AP Physics 1
Instructor:
Syllabus for 2014-15
Mr. LoGalbo
Email – [email protected]
Phone – 330-954-2246
Textbook: http://openstaxcollege.org/textbooks/college-physics/get
This is a free online college physics text provided by OpenStax College, a non-profit
organization dedicated to providing free quality textbooks. The book can be downloaded as a
pdf file or viewed online through any web browser. A version optimized for ipads can be
downloaded from itunes for $4.99 or a traditional printed version can be purchased at a more
substantial cost. It will be assumed/expected that all students enrolled in this course will have
access to this resource. Please see the teacher ASAP if you anticipate any problems.
Course Overview: AP Physics 1 is an algebra-based, introductory college-level physics course
that explores topics such as Newtonian mechanics (including rotational motion); work, energy,
and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry
based learning, students will develop scientific critical thinking and reasoning skills.
Grading
Scale: 90-100%…….….A
80-89%…………B
70-79%…………C
60-69%…………D
59% or below…..F
The semester grade is determined from the individual nine weeks grades and a final
exam. 1st nine weeks = 40%, 2nd nine weeks = 40%, exam = 20%
The nine weeks grade will be determined from all work completed during a nine week
grading period. The nine-week grade will consist of approximately the following:
Summative Assessments (unit tests)
Problem Sets, Quizzes, Class work, and Lab Work
80 %
20 %
Homework Policy
Homework in the AP Physics course is given for two main reasons:
1. To reinforce, practice and analyze the material presented in a day’s lesson and
activities.
2. To prepare for the next day’s lesson
The homework is primarily an opportunity to practice. It is intended to prepare you for
success on the larger structured activities and assessments. Failure to complete homework in a
timely manner will leave you unprepared for the larger assessments, tests and lab work thus
increasing your chances of being unsuccessful in the course and on the AP exam. Although an
assignment may or may not be specifically graded, students are responsible for all of the content
and thus are expected to complete it. At the conclusion of each chapter, problem sets will be
collected. Expect weekly quizzes that include some of these problems/questions or ones
modeled after them.
Make-up work
 Work missed due to an excused absence will be allowed days equal to the number of
days absent (unless work was previously assigned) to complete the work.
 Work missed due to an out of school suspension or an unexcused absence will receive no
credit, but the student is still responsible
Tests/Quizzes
A summative test will be given at the conclusion of each unit. You will always be
notified in advance (an attempt is made to provide at least 5 days notice but that is not
guaranteed) of a major test. All tests will be modeled after the AP exam consisting of Multiple
Choice and Free Response sections. Each section will comprise 50% of the test grade.
Quizzes may be announced or unannounced. Always review the previous day’s lessons
and be up-to-date with any assigned work to prepare for quizzes. If you are absent on the day
of a test or quiz you will be expected to take it on the day you return to class. If you are
absent the day before a test, you will still be expected to take that test at the scheduled time.
If there are extended absences prior to a test date, please see the instructor for alternate
arrangements.
The AP Physics 1 Exam Description
50% Multiple Choice – 50 questions, 90 minutes
50% Free Response – 90 minutes
• 1 Experimental design — pertains to designing and describing an investigation,
analysis of authentic lab data, and observations to identify patterns or explain phenomena
• 1 Qualitative/quantitative translation — requires translating between quantitative and
qualitative justification and reasoning
• 3 Short-answer questions — one of which will require a paragraph-length coherent
argument
Classroom expectations
 Be prepared for class. Aside from bringing necessary materials, you are expected to have
read/completed assignments to promote meaningful discussion and productive use of class
time.
 Be respectful of yourself, others and property. This sounds simple, but there is a lot
implied here. In a nutshell, behave in a manner that does not distract from the learning
process of yourself and those around you. Disruptive and/or destructive behavior will not be
tolerated. Behaviors that are not respectful will result in the responsible party receiving one
or more of the following: warning, detention, parental notification, referral to the office.
 Be responsible. Be responsible for cleaning up after your self in the laboratory. Be
responsible for completing work in a timely manner. Be responsible for seeking assistance
when in need. Take responsibility for your own learning. The teacher is only a guide in the
process. You get out of it what you put into it.
 Be on time for class. We have too much to do and too little time to do it! 3 tardies = ½ hour
detention.
 Attendance is critical to success. While it may be possible, there are very few
students who can successfully teach themselves AP Physics!
Notebooks
Each student should keep and maintain a notebook(s). The organization of that notebook
will be left to the discretion of the student. However the following organizational sections are
recommended for notebooks:
1. Daily notes – this is where you make note of important concepts, ideas, and sample
problems that are discussed or learned through the class activities. You will also find
it helpful to take notes when reading your text.
2. Working section – this is where you should record observations and data that pertain
to in-class activities/labs. This section will be like a scratch/rough draft section for
ongoing work. From this you will create final products to be handed in for
evaluation.
3. Problem sets – this is where you should keep all assigned problems from the text.
Keep clear documentation as to which chapter the problems belong. At the end of the
class, you will have an entire set of solutions that can be used for review purposes.
4. Lab Portfolio*** – this should be where you keep all finalized lab work, graded and
non-graded, that is completed as part of the class.
***Section 4 (and possibly 3) may prove to be useful when applying for Physics credit at
the university level. Some colleges may require that you provide evidence of lab
experiences and demonstrate course content before awarding credit. You may wish to
consider keeping an electronic portfolio (website, blog, etc…) of all your lab work
although that will not be a requirement of the class.
Big Ideas for AP Physics 1
1. Objects and systems have properties such as mass and charge. Systems may have internal
structure.
2. Fields existing in space can be used to explain interactions.
3. The interactions of an object with other objects can be described by forces.
4. Interactions between systems can result in changes in those systems.
5. Changes that occur as a result of interactions are constrained by conservation laws.
6. Waves can transfer energy and momentum from one location to another without the
permanent transfer of mass and serve as a mathematical model for the description of
other phenomena.
AP PHYSICS 1 CONTENT OUTLINE
Unit 1 – Kinematics in One Dimension
Unit 2 – Kinematics in 2 Dimensions (Projectiles)
Unit 3 – Dynamics
Unit 4 – Circular Motion and Gravitation
Unit 5 – Energy and Conservation of Energy
Unit 6 – Impulse and Momentum
Unit 7 – Simple Harmonic Motion
Unit 8 – Rotation
Unit 9 – Mechanical Waves and Sound
Unit 10 – Electrostatics
Unit 11 – DC Circuits
Learning Objectives by Unit
Unit 1 – Kinematics in One Dimension
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Learning Objective (3.A.1.3):
The student is able to analyze experimental data describing the motion of an object and is able to
express the results of the analysis using narrative, mathematical, and graphical representations.
Learning Objective (3.A.1.1):
The student is able to express the motion of an object using narrative, mathematical, and
graphical representations.
Learning Objective (3.A.1.2):
The student is able to design an experimental investigation of the motion of an object.
Learning Objective (4.A.2.1):
The student is able to make predictions about the motion of a system based on the fact that
acceleration is equal to the change in velocity per unit time, and velocity is equal to the change in
position per unit time.
Learning Objective (4.A.2.3):
The student is able to create mathematical models and analyze graphical relationships for
acceleration, velocity, and position of the center of mass of a system and use them to calculate
properties of the motion of the center of mass of a system.
Unit 2 – Kinematics in 2 Dimensions (Projectiles)
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Learning Objective (3.A.1.3):
The student is able to analyze experimental data describing the motion of an object and is able to
express the results of the analysis using narrative, mathematical, and graphical representations.
Learning Objective (3.A.1.1):
The student is able to express the motion of an object using narrative, mathematical, and
graphical representations.
Learning Objective (3.A.1.2):
The student is able to design an experimental investigation of the motion of an object.
Learning Objective (4.A.2.1):
The student is able to make predictions about the motion of a system based on the fact that
acceleration is equal to the change in velocity per unit time, and velocity is equal to the change in
position per unit time.
Learning Objective (4.A.2.3):
The student is able to create mathematical models and analyze graphical relationships for
acceleration, velocity, and position of the center of mass of a system and use them to calculate
properties of the motion of the center of mass of a system.
Unit 3 – Dynamics
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Newton’s 1st
Learning Objective (3.A.3.2):
The student is able to challenge a claim that an object can exert a force on itself.
Learning Objective (3.A.3.3):
The student is able to describe a force as an interaction between two objects and identify both
objects for any force.
Learning Objective (3.A.2.1):
The student is able to represent forces in diagrams or mathematically using appropriately labeled
vectors with magnitude, direction, and units during the analysis of a situation.
Learning Objective (3.A.3.1):
The student is able to analyze a scenario and make claims (develop arguments, justify assertions)
about the forces exerted on an object by other objects for different types of forces or components
of forces.
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Learning Objective (3.C.4.1):
The student is able to make claims about various contact forces between objects based on the
microscopic cause of those forces.
Learning Objective (3.C.4.2):
The student is able to explain contact forces (tension, friction, normal, buoyant, spring) as arising
from interatomic electric forces and that they therefore have certain directions.
Learning Objective (4.A.3.1):
The student is able to apply Newton’s second law to systems to calculate the change in the centerof-mass velocity when an external force is exerted on the system.
Learning Objective (4.A.3.2):
The student is able to use visual or mathematical representations of the forces between objects in
a system to predict whether or not there will be a change in the center-of-mass velocity of that
system.
Learning Objective (4.A.1.1):
The student is able to use representations of the center of mass of an isolated two-object system to
analyze the motion of the system qualitatively and semi-quantitatively.
Newton’s 2nd
Learning Objective (2.B.1.1):
The student is able to apply F=mg to calculate the gravitational force on an object with mass m in
a gravitational field of strength g in the context of the effects of a net force on objects and
systems.
Learning Objective (3.B.1.1):
The student is able to predict the motion of an object subject to forces exerted by several objects
using an application of Newton’s second law in a variety of physical situations with acceleration
in one dimension.
Learning Objective (3.B.1.3):
The student is able to re-express a free-body diagram representation into a mathematical
representation and solve the mathematical representation for the acceleration of the object.
Newton’s 3rd
Learning Objective (3.A.4.1):
The student is able to construct explanations of physical situations involving the interaction of
bodies using Newton’s third law and the representation of action-reaction pairs of forces.
Learning Objective (3.A.4.3):
The student is able to analyze situations involving interactions among several objects by using
free-body diagrams that include the application of Newton’s third law to identify forces.
Learning Objective (3.B.2.1):
The student is able to create and use free-body diagrams to analyze physical situations to solve
problems with motion qualitatively and quantitatively.
Learning Objective (4.A.2.2):
The student is able to evaluate using given data whether all the forces on a system or whether all
the parts of a system have been identified.
Learning Objective (5.D.3.1):
The student is able to predict the velocity of the center of mass of a system when there is no
interaction outside of the system but there is an interaction within the system (i.e., the student
simply recognizes that interactions within a system do not affect the center of mass motion of the
system and is able to determine that there is no external force).
Experimental design - Force
Learning Objective (1.C.1.1):
The student is able to design an experiment for collecting data to determine the relationship
between the net force exerted on an object, its inertial mass, and its acceleration.
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Learning Objective (1.C.3.1):
The student is able to design a plan for collecting data to measure gravitational mass and to
measure inertial mass, and to distinguish between the two experiments.
Learning Objective (3.B.1.2):
The student is able to design a plan to collect and analyze data for motion (static, constant, or
accelerating) from force measurements and carry out an analysis to determine the relationship
between the net force and the vector sum of the individual forces
Unit 4 – Circular Motion and Gravitation
Circular Motion
NOTE: Centripetal force is not expressly stated, but is implied by orbital motion. The learning
objectives from the kinematics and dynamics units are applicable here as well.
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Gravity
Learning Objective (2.B.2.1):
The student is able to apply g=GM/r^2 to calculate the gravitational field due to an object with
mass M, where the field is a vector directed toward the center of the object of mass M.
Learning Objective (2.B.2.2):
The student is able to approximate a numerical value of the gravitational field (g) near the surface
of an object from its radius and mass relative to those of the Earth or other reference objects.
Learning Objective (3.C.1.1):
The student is able to use Newton’s law of gravitation to calculate the gravitational force the two
objects exert on each other and use that force in contexts other than orbital motion.
Learning Objective (3.C.1.2):
The student is able to use Newton’s law of gravitation to calculate the gravitational force between
two objects and use that force in contexts involving orbital motion (for circular orbital motion
only in Physics 1).
Learning Objective (3.C.2.2):
The student is able to connect the concepts of gravitational force and electric force to compare
similarities and differences between the forces.
Unit 5 – Energy and Conservation of Energy
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Work
Learning Objective (3.E.1.1):
The student is able to make predictions about the changes in kinetic energy of an object based on
considerations of the direction of the net force on the object as the object moves.
Learning Objective (3.E.1.2):
The student is able to use net force and velocity vectors to determine qualitatively whether kinetic
energy of an object would increase, decrease, or remain unchanged.
Learning Objective (3.E.1.3):
The student is able to use force and velocity vectors to determine qualitatively or quantitatively
the net force exerted on an object and qualitatively whether kinetic energy of that object would
increase, decrease, or remain unchanged.
Learning Objective (3.E.1.4):
The student is able to apply mathematical routines to determine the change in kinetic energy of an
object given the forces on the object and the displacement of the object.
Conservation of Energy
Learning Objective (4.C.1.1):
The student is able to calculate the total energy of a system and justify the mathematical routines
used in the calculation of component types of energy within the system whose sum is the total
energy.
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Learning Objective (4.C.1.2):
The student is able to predict changes in the total energy of a system due to changes in position
and speed of objects or frictional interactions within the system.
Learning Objective (4.C.2.1):
The student is able to make predictions about the changes in the mechanical energy of a system
when a component of an external force acts parallel or antiparallel to the direction of the
displacement of the center of mass.
Learning Objective (4.C.2.2):
The student is able to apply the concepts of Conservation of Energy and the Work-Energy
theorem to determine qualitatively and/or quantitatively that work done on a two-object system in
linear motion will change the kinetic energy of the center of mass of the system, the potential
energy of the systems, and/or the internal energy of the system.
Learning Objective (5.B.1.1):
The student is able to set up a representation or model showing that a single object can only have
kinetic energy and use information about that object to calculate its kinetic energy.
Learning Objective (5.B.1.2):
The student is able to translate between a representation of a single object, which can only have
kinetic energy, and a system that includes the object, which may have both kinetic and potential
energies.
Learning Objective (5.B.2.1):
The student is able to calculate the expected behavior of a system using the object model (i.e., by
ignoring changes in internal structure) to analyze a situation. Then, when the model fails, the
student can justify the use of conservation of energy principles to calculate the change in internal
energy due to changes in internal structure because the object is actually a system.
Learning Objective (5.B.3.1):
The student is able to describe and make qualitative and/or quantitative predictions about
everyday examples of systems with internal potential energy.
Learning Objective (5.B.3.2):
The student is able to make quantitative calculations of the internal potential energy of a system
from a description or diagram of that system.
Learning Objective (5.B.4.1):
The student is able to describe and make predictions about the internal energy of systems.
Learning Objective (5.B.4.2):
The student is able to calculate changes in kinetic energy and potential energy of a system, using
information from representations of that system.
Learning Objective (5.B.5.1):
The student is able to design an experiment and analyze data to examine how a force exerted on
an object or system does work on the object or system as it moves through a distance.
Learning Objective (5.B.5.3):
The student is able to predict and calculate from graphical data the energy transfer to or work
done on an object or system from information about a force exerted on the object or system
through a distance.
Learning Objective (5.B.5.4):
The student is able to make claims about the interaction between a system and its environment in
which the environment exerts a force on the system, thus doing work on the system and changing
the energy of the system (kinetic energy plus potential energy).
Learning Objective (5.B.5.5):
The student is able to predict and calculate the energy transfer to (i.e., the work done on) an
object or system from information about a force exerted on the object or system through a
distance.
Experimental design - Energy
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Learning Objective (5.B.5.2):
The student is able to design an experiment and analyze graphical data in which interpretations of
the area under a force-distance curve are needed to determine the work done on or by the object
or system.
Unit 6 – Impulse and Momentum
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Conservation of Momentum
Learning Objective (5.D.1.1):
The student is able to make qualitative predictions about natural phenomena based on
conservation of linear momentum and restoration of kinetic energy in elastic collisions.
Learning Objective (5.D.1.2):
The student is able to apply the principles of conservation of momentum and restoration of
kinetic energy to reconcile a situation that appears to be isolated and elastic, but in which data
indicate that linear momentum and kinetic energy are not the same after the interaction, by
refining a scientific question to identify interactions that have not been considered. Students will
be expected to solve qualitatively and/or quantitatively for one-dimensional situations and only
qualitatively in two-dimensional situations.
Learning Objective (5.D.1.3):
The student is able to apply mathematical routines appropriately to problems involving elastic
collisions in one dimension and justify the selection of those mathematical routines based on
conservation of momentum and restoration of kinetic energy.
Learning Objective (5.D.1.5):
The student is able to classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum and restoration of kinetic energy as the appropriate
principles for analyzing an elastic collision, solve for missing variables, and calculate their
values.
Learning Objective (5.D.2.1):
The student is able to qualitatively predict, in terms of linear momentum and kinetic energy, how
the outcome of a collision between two objects changes depending on whether the collision is
elastic or inelastic.
Learning Objective (5.D.2.3):
The student is able to apply the conservation of linear momentum to a closed system of objects
involved in an inelastic collision to predict the change in kinetic energy
Learning Objective (5.D.2.4):
The student is able to analyze data that verify conservation of momentum in collisions with and
without an external friction force.
Learning Objective (5.D.2.5):
The student is able to classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum as the appropriate solution method for an inelastic
collision, recognize that there is a common final velocity for the colliding objects in the totally
inelastic case, solve for missing variables, and calculate their values
Impulse
Learning Objective (3.D.1.1):
The student is able to justify the selection of data needed to determine the relationship between
the direction of the force acting on an object and the change in momentum caused by that force.
Learning Objective (3.D.2.1):
The student is able to justify the selection of routines for the calculation of the relationships
between changes in momentum of an object, average force, impulse, and time of interaction.
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Learning Objective (3.D.2.2):
The student is able to predict the change in momentum of an object from the average force
exerted on the object and the interval of time during which the force is exerted.
Learning Objective (3.D.2.3):
The student is able to analyze data to characterize the change in momentum of an object from the
average force exerted on the object and the interval of time during which the force is exerted.
Learning Objective (4.B.1.2):
The student is able to analyze data to find the change in linear momentum for a constant-mass
system using the product of the mass and the change in velocity of the center of mass.
Learning Objective (4.B.2.1):
The student is able to apply mathematical routines to calculate the change in momentum of a
system by analyzing the average force exerted over a certain time on the system.
Learning Objective (4.B.2.2):
The student is able to perform analysis on data presented as a force-time graph and predict the
change in momentum of a system.
Learning Objective (4.B.1.1):
The student is able to calculate the change in linear momentum of a two-object system with
constant mass in linear motion from a representation of the system (data, graphs, etc.).
Experimental Design - Momentum
Learning Objective (3.D.2.4):
The student is able to design a plan for collecting data to investigate the relationship between
changes in momentum and the average force exerted on an object over time.
Learning Objective (5.D.1.4):
The student is able to design an experimental test of an application of the principle of the
conservation of linear momentum, predict an outcome of the experiment using the principle,
analyze data generated by that experiment whose uncertainties are expressed numerically, and
evaluate the match between the prediction and the outcome.
Learning Objective (5.D.2.2):
The student is able to plan data collection strategies to test the law of conservation of momentum
in a two-object collision that is elastic or inelastic and analyze the resulting data graphically.
Unit 7 – Simple Harmonic Motion
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Learning Objective (3.B.3.1):
The student is able to predict which properties determine the motion of a simple harmonic
oscillator and what the dependence of the motion is on those properties.
Learning Objective (3.B.3.3):
The student can analyze data to identify qualitative or quantitative relationships between given
values and variables (i.e., force, displacement, acceleration, velocity, period of motion, frequency,
spring constant, string length, mass) associated with objects in oscillatory motion to use that data
to determine the value of an unknown.
Learning Objective (3.B.3.4):
The student is able to construct a qualitative and/or a quantitative explanation of oscillatory
behavior given evidence of a restoring force.
Experimental Design – SHM
Learning Objective (3.B.3.2):
The student is able to design a plan and collect data in order to ascertain the characteristics of the
motion of a system undergoing oscillatory motion caused by a restoring force.
Unit 8 – Rotation
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Torque
Learning Objective (3.F.1.1):
The student is able to use representations of the relationship between force and torque.
Learning Objective (3.F.1.2):
The student is able to compare the torques on an object caused by various forces.
Learning Objective (3.F.1.3):
The student is able to estimate the torque on an object caused by various forces in comparison to
other situations.
Learning Objective (3.F.1.5):
The student is able to calculate torques on a two-dimensional system in static equilibrium, by
examining a representation or model (such as a diagram or physical construction).
Rotational Dynamics
Learning Objective (3.F.2.1):
The student is able to make predictions about the change in the angular velocity about an axis for
an object when forces exerted on the object cause a torque about that axis.
Learning Objective (3.F.3.1):
The student is able to predict the behavior of rotational collision situations by the same processes
that are used to analyze linear collision situations using an analogy between impulse and change
of linear momentum and angular impulse and change of angular momentum.
Learning Objective (3.F.3.2):
In an unfamiliar context or using representations beyond equations, the student is able to justify
the selection of a mathematical routine to solve for the change in angular momentum of an object
caused by torques exerted on the object.
Learning Objective (4.D.1.1):
The student is able to describe a representation and use it to analyze a situation in which several
forces exerted on a rotating system of rigidly connected objects change the angular velocity and
angular momentum of the system.
Learning Objective (4.D.2.1):
The student is able to describe a model of a rotational system and use that model to analyze a
situation in which angular momentum changes due to interaction with other objects or systems.
Learning Objective (4.D.3.1):
The student is able to use appropriate mathematical routines to calculate values for initial or final
angular momentum, or change in angular momentum of a system, or average torque or time
during which the torque is exerted in analyzing a situation involving torque and angular
momentum.
Learning Objective (4.D.3.2):
The student is able to plan a data collection strategy designed to test the relationship between the
change in angular momentum of a system and the product of the average torque applied to the
system and the time interval during which the torque is exerted.
Learning Objective (5.E.1.1):
The student is able to make qualitative predictions about the angular momentum of a system for a
situation in which there is no net external torque.
Learning Objective (5.E.1.2):
The student is able to make calculations of quantities related to the angular momentum of a
system when the net external torque on the system is zero.
Learning Objective (5.E.2.1):
The student is able to describe or calculate the angular momentum and rotational inertia of a
system in terms of the locations and velocities of objects that make up the system. Students are
expected to do qualitative reasoning with compound objects. Students are expected to do
calculations with a fixed set of extended objects and point masses.
Experimental Design - Rotation
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Learning Objective (3.F.1.4):
The student is able to design an experiment and analyze data testing a question about torques in a
balanced rigid system
Learning Objective (3.F.2.2):
The student is able to plan data collection and analysis strategies designed to test the relationship
between a torque exerted on an object and the change in angular velocity of that object about an
axis.
Learning Objective (3.F.3.3):
The student is able to plan data collection and analysis strategies designed to test the relationship
between torques exerted on an object and the change in angular momentum of that object.
Learning Objective (4.D.1.2 ):
The student is able to plan data collection strategies designed to establish that torque, angular
velocity, angular acceleration, and angular momentum can be predicted accurately when the
variables are treated as being clockwise or counterclockwise with respect to a well-defined axis of
rotation, and refine the research question based on the examination of data.
Learning Objective (4.D.2.2):
The student is able to plan a data collection and analysis strategy to determine the change in
angular momentum of a system and relate it to interactions with other objects and systems.
Unit 9 – Mechanical Waves and Sound
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Waves
Learning Objective (6.A.1.1):
The student is able to use a visual representation to construct an explanation of the distinction
between transverse and longitudinal waves by focusing on the vibration that generates the wave.
Learning Objective (6.A.1.2):
The student is able to describe representations of transverse and longitudinal waves.
Learning Objective (6.A.3.1):
The student is able to use graphical representation of a periodic mechanical wave to determine the
amplitude of the wave.
Learning Objective (6.B.1.1):
The student is able to use a graphical representation of a periodic mechanical wave (position
versus time) to determine the period and frequency of the wave and describe how a change in the
frequency would modify features of the representation.
Learning Objective (6.B.5.1):
The student is able to create or use a wave front diagram to demonstrate or interpret qualitatively
the observed frequency of a wave, dependent upon relative motions of source and observer.
Learning Objective (6.D.1.1):
The student is able to use representations of individual pulses and construct representations to
model the interaction of two wave pulses to analyze the superposition of two pulses.
Learning Objective (6.D.3.4):
The student is able to describe representations and models of situations in which standing waves
result from the addition of incident and reflected waves confined to a region.
Learning Objective (6.D.4.1):
The student is able to challenge with evidence the claim that the wavelengths of standing waves
are determined by the frequency of the source regardless of the size of the region.
Learning Objective (6.D.4.2):
The student is able to calculate wavelengths and frequencies (if given wave speed) of standing
waves based on boundary conditions and length of region within which the wave is confined, and
calculate numerical values of wavelengths and frequencies. Examples should include musical
instruments
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Learning Objective (6.D.5.1):
The student is able to use a visual representation to explain how waves of slightly different
frequency give rise to the phenomenon of beats.
Learning Objective (6.D.2.1):
The student is able to analyze data or observations or evaluate evidence of the interaction of two
or more traveling waves in one or two dimensions (i.e., circular wave fronts) to evaluate the
variations in resultant amplitudes.
Learning Objective (6.D.3.2):
The student is able to predict properties of standing waves that result from the addition of incident
and reflected waves that are confined to a region and have nodes and antinodes.
Sound
Learning Objective (6.A.2.1):
The student is able to describe sound in terms of transfer of energy and momentum in a medium
and relate the concepts to everyday examples
Learning Objective (6.A.4.1):
The student is able to explain and/or predict qualitatively how the energy carried by a sound wave
relates to the amplitude of the wave, and/or apply this concept to a real-world example.
Learning Objective (6.B.2.1):
The student is able to use a visual representation of a periodic mechanical wave to determine
wavelength of the wave.
Experimental Design – Waves and Sound
Learning Objective (6.B.4.1):
The student is able to design an experiment to determine the relationship between periodic wave
speed, wavelength, and frequency and relate these concepts to everyday examples.
Learning Objective (6.D.1.2):
The student is able to design a suitable experiment and analyze data illustrating the superposition
of mechanical waves (only for wave pulses or standing waves).
Learning Objective (6.D.1.3):
The student is able to design a plan for collecting data to quantify the amplitude variations when
two or more traveling waves or wave pulses interact in a given medium.
Learning Objective (6.D.3.1):
The student is able to refine a scientific question related to standing waves and design a detailed
plan for the experiment that can be conducted to examine the phenomenon qualitatively or
quantitatively
Learning Objective (6.D.3.3):
The student is able to plan data collection strategies, predict the outcome based on the
relationship under test, perform data analysis, evaluate evidence compared to the prediction,
explain any discrepancy and, if necessary, revise the relationship among variables responsible for
establishing standing waves on a string or in a column of air.
Unit 10 – Electrostatics
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Learning Objective (1.B.1.1):
The student is able to make claims about natural phenomena based on conservation of electric
charge
Learning Objective (1.B.1.2):
The student is able to make predictions, using the conservation of electric charge, about the sign
and relative quantity of net charge of objects or systems after various charging processes,
including conservation of charge in simple circuits.
Learning Objective (1.B.2.1):
The student is able to construct an explanation of the two-charge model of electric charge based
on evidence produced through scientific practices.
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Learning Objective (1.B.3.1):
The student is able to challenge the claim that an electric charge smaller than the elementary
charge has been isolated.
Learning Objective (3.C.2.1):
The student is able to use Coulomb’s law qualitatively and quantitatively to make predictions
about the interaction between two electric point charges (interactions between collections of
electric point charges are not covered in Physics 1 and instead are restricted to Physics 2).
Unit 11 – DC Circuits
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Learning Objective (1.E.2.1):
The student is able to choose and justify the selection of data needed to determine resistivity for a
given material.
Learning Objective (5.B.9.1):
The student is able to construct or interpret a graph of the energy changes within an electrical
circuit with only a single battery and resistors in series and/or in, at most, one parallel branch as
an application of the conservation of energy (Kirchhoff’s loop rule).
Learning Objective (5.B.9.2):
The student is able to apply conservation of energy concepts to the design of an experiment that
will demonstrate the validity of Kirchhoff’s loop rule (∑∆V = 0) in a circuit with only a battery
and resistors either in series or in, at most, one pair of parallel branches.
Learning Objective (5.B.9.3):
The student is able to apply conservation of energy (Kirchhoff’s loop rule) in calculations
involving the total electric potential difference for complete circuit loops with only a single
battery and resistors in series and/or in, at most, one parallel branch.
Learning Objective (5.C.3.1):
The student is able to apply conservation of electric charge (Kirchhoff’s junction rule) to the
comparison of electric current in various segments of an electrical circuit with a single battery
and resistors in series and in, at most, one parallel branch and predict how those values would
change if configurations of the circuit are changed.
Learning Objective (5.C.3.2):
The student is able to design an investigation of an electrical circuit with one or more resistors in
which evidence of conservation of electric charge can be collected and analyzed.
Learning Objective (5.C.3.3):
The student is able to use a description or schematic diagram of an electrical circuit to calculate
unknown values of current in various segments or branches of the circuit.
Global Objectives – not unit specific
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Learning Objective (1.A.5.1):
The student is able to model verbally or visually the properties of a system based on its
substructure and to relate this to changes in the system properties over time as external variables
are changed
Learning Objective (3.G.1.1):
The student is able to articulate situations when the gravitational force is the dominant force and
when the electromagnetic, weak, and strong forces can be ignored.
Learning Objective (5.A.2.1):
The student is able to define open and closed systems for everyday situations and apply
conservation concepts for energy, charge, and linear momentum to those situations.
Science Practices for AP Physics 1 and 2
Science Practice 1: The student can use representations and models to communicate scientific phenomena
and solve scientific problems.
1.1 The student can create representations and models of natural or man–made phenomena and systems in
the domain.
1.2 The student can describe representations and models of natural or man–made phenomena and systems
in the domain.
1.3 The student can refine representations and models of natural or man–made phenomena and systems in
the domain.
1.4 The student can use representations and models to analyze situations or solve problems qualitatively
and quantitatively.
1.5 The student can re-express key elements of natural phenomena across multiple representations in the
domain.
Science Practice 2: The student can use mathematics appropriately.
2.1 The student can justify the selection of a mathematical routine to solve problems.
2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
2.3 The student can estimate numerically quantities that describe natural phenomena.
Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the AP course.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.
Science Practice 4: The student can plan and implement data collection strategies in relation to a particular
scientific question. [Note: Data can be collected from many different sources, e.g.,
investigations, scientific observations, the findings of others, historic reconstruction, and/or
archived data.]
4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question.
4.2 The student can design a plan for collecting data to answer a particular scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific question.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific
question.
Science Practice 6: The student can work with scientific explanations and theories.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence produced through scientific
practices.
6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and
models.
6.5 The student can evaluate alternative scientific explanations.
Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and
representations in and across domains.
7.1 The student can connect phenomena and models across spatial and temporal scales.
7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across
enduring understandings and/or big ideas